This puts the responsibility back with the communities involved – drivers slowing down not because of sanctions, but because of concern for pedestrians and wariness of askance looks from passers by.

We know that certain sorts of sanction and rule-enforcement make people think of decisions as bearing economic rather than human cost. And we know that how we perceive others to perceive us is a big influence on how we behave. So why not harness these insights to put power back with communities where we can?

You might also like

Anthony Painter explores major policy failures in education, welfare and work as well as claimed failures in cultural integration and concludes we ignore too many of our successes and omit to understand major failures.

A response to the DFE's 'Schools that work for everyone' consultation, which includes the proposals for the expansion of grammar school provision, from Alison Critchley, Chief Executive of RSA Academies.

This article discusses the themes arising from the RSA and ECIS refugee education summit in Athens. It also looks at potential approaches to overcome the issues faced by refugee children in gaining an education.